Intentional Thinking Map for PLC Planning
Language Arts Florida Standards, Unit 2, Focus Standard for Literature and Informational 5
Standard(s) being addressed? Bold the verbs and underline the key concepts (important nouns and noun
phrases).
LAFS.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.7.RL.2.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its
meaning.
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot.
LAFS.5.RL.2.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Unpacking the Standard: What do we want students to Know, Understand, and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a
standard beyond what the Multi-Dimensional Scale (MDS) provides and assist PLCs in answering question
#1, “What do we expect all students to learn?” It is important for PLCs to study the focus standards in the
unit to ensure that all members have a mutual understanding of what student learning will look like and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help
with the creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important
to consider the standard under study within a K-12 progression and identify the prerequisite skills, from
prior grade level standards, that are essential for mastery of the standard.
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Intentional Thinking Map for PLC Planning
PLC question #1: What do we expect all students to learn?  PLC question #2: How will we know if and
when they have learned it?
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Standard: LAFS.8.RL.2.5

Students will understand that authors choose different text structures and forms for various writing
styles and text purposes to develop the meaning of a text.
Know
Declarative knowledge: Facts,
vocabulary, information
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.8.RL.2.5
Students will know*…
 Compare (similarities)
 Contrast (differences)
 Structure (pattern of
organization)
 Analyze/ Analysis (a
collection of conclusions
drawn from the text)
 Contributes (adds to)
 Meaning (how readers
interpret overall message)
 Style (individual technique)
Standard: LAFS.8.RL.2.5
Retrieval
 Students can define and use academic vocabulary.
 Students can use a graphic organizer to identify and describe
story elements in a text.
 Students can describe types of literary texts.
Comprehension
 Students can describe how structure impacts the meaning or
style of a text.
 Students can describe the relationship between structures
used in two texts.
 Students can chart the similarities and differences between
two or more text structures.
Analysis
 Students can draw and articulate conclusions about the
similarities and differences between the structures of two or
more texts
 Students can explain how structure contributes to the
meaning or style.
Knowledge Utilization
 Students can hypothesize how the meaning or style of a
group of texts on a similar topic/theme would be different if
the structure were changed (e.g. if the ideas were written as
an essay, poem, or drama).
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Intentional Thinking Map for PLC Planning
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Standard: LAFS.8.RI.2.5

Students will understand that authors deliberately structure the individual ideas (sentences) in a
paragraph to build a unified concept and achieve a specific purpose.
Know
Declarative knowledge: Facts,
vocabulary, information
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.8.RI.2.5
Standard: LAFS.8.RI.2.5
Students will know*…
Retrieval
 Analyze/ Analysis (a collection
 Students can define and use academic vocabulary.
of conclusions drawn from a
 Students can match patterns of organization with the
text)
appropriate definition, signal words, examples, and graphic
organizer.
 Structure (pattern of
organization)
 Students can identify sentences that are critical to the key
concept.
 Paragraph
 Sentence
Comprehension
 Develop (grow or deteriorate)
 Students can use appropriate graphic organizers to sort
 Refine (improve)
details from a given text based on identified text structure.
 Key concept
 Students can describe the relationship between the text
structure and the key concept.
 Students can describe how individual sentences refine and
elaborate the key concept.
Analysis
 Students can analyze how the text structure of each
paragraph develops the key concept.
 Students can analyze how key sentences relate to and refine
the key concept.
Knowledge Utilization
 Students can investigate a wide range of texts on a chosen
topic to analyze how and why text structures vary and what
structure develops and refines the key concept best.
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this
standard(s)?
 Signal words
 Text structures (literary): Story elements (characters, settings, plot, problem/solution)
 Text features (literary): titles, chapters, illustrations, bold print, continuous text, paragraphing,
dialogue
 Text structures (informational): sequence/ chronology, comparison, cause/effect, problem/solution,
listing/enumeration, process, definition & example, generalization & example
 Text features (informational): title, table of contents, index, photos, captions, diagrams, glossary,
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Intentional Thinking Map for PLC Planning
dateline, bold / italic print, headings, subtitles
*The purpose behind including terms in the “know” column is to flesh out the key vocabulary that the teacher and student will
interact with and use throughout the learning process (across the levels of taxonomy defined in the “do” column). These terms are
not intended to be a vocabulary list for drill and practice.
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Intentional Thinking Map for PLC Planning
Uni-Dimensional, Lesson Scale:
The uni-dimensional, learning scale unwraps the cognitive complexity of a focus standard for the unit, using
student friendly language. The purpose is to articulate distinct levels of knowledge and skills relative to a
specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample performance scale shown below is just one example for PLCs to use as a springboard when creating
their own scales for student-owned progress monitoring. The lesson scale should prompt teams to further
explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in
the unit and make connections to Design Question 1, “Communicating Learning Goals and Feedback”
(Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates
proficiency and includes the actual standard. A level 4.0 extends the learning to a higher cognitive level.
Like the multidimensional scale, the goal is for all students to strive for that higher cognitive level, not just
the academically advanced. A level 2.0 outlines the basic declarative and procedural knowledge that is
necessary to build towards the standard.
Standard LAFS.8.RL/RI.2.5
Score
Learning Progression
4.0
In addition to score 3.0 performance, I can demonstrate in-depth inferences and applications
that go beyond what was taught (for example, create something original, teach someone, or use
the skill beyond the classroom). **
3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
3.0
I can independently compare and contrast the structure of two or more texts and analyze how
Target
the differing structure of each text contributes to its meaning and style.
(Standard)
I can independently analyze in detail the structure of a specific paragraph in a text, including
the role of particular sentences in developing and refining a key concept.
2.5
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can define and use academic vocabulary, such as compare, contrast, structure, analyze,
contribute, meaning, styles, paragraph, sentence, developing, refining, and key concept.
I can diagram story elements.
2.0
I can define the different patterns of organization (sequence/ chronology, comparison,
cause/effect, problem/solution, listing/enumeration, process, definition & example,
generalization & example) and identify signal words associated with each.
I can identify an appropriate graphic organizer to use with each pattern of organization.
I can describe relationships between structures, describing how the concept is developed
throughout the text.
I can identify types of both literary and informational texts.
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Intentional Thinking Map for PLC Planning
1.5
I can do some things at a 2.0 with some success.
1.0
I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by being
specific with my teacher on exactly what I need help with to move forward in my learning.
**Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful,
relevant, and authentic application for the students.
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Intentional Thinking Map for PLC Planning
Sample Standards Aligned Tasks/Guiding Questions for Instruction:
These tasks/guiding questions are intended to serve as a starting point, not an exhaustive list, for the PLC
and are not intended to be prescriptive. Tasks/guiding questions simply demonstrate one way to help
students learn the skills described in the standards. Teachers can select from among them, modify them to
meet their students’ needs, or use them as an inspiration for making their own. They are designed to
generate evidence of student understanding and give teachers ideas for developing their own activities/tasks
and common formative assessments. These guiding questions should prompt the PLC to begin to explore
question #3, “How are we going to teach it?” and make connections to Design Question 2, “Helping
Students Interact with New Knowledge”, Design Question 3, “Helping Students Practice and Deepen New
Knowledge”, and Design Question 4, “Helping Students Generate and Test Hypotheses” (Domain 1:
Classroom Strategies and Behaviors).
The following are only suggestions of sample task(s), strategies, graphic organizers, or guiding
questions teachers and students can use aligned to the cognitive complexity of the Learning
Progression Scale.
At the 4.0, students can hypothesize how changing a text structure would impact the meaning and style of a
particular text. Then, experiment with the structure of a text by rewriting the text in a different structure and
then analyzing how that impacted the meaning and style.
At the 3.0, students can read two texts on the same topic and compare and contrast the structure of each text
to determine how the differing structure contributes to the overall meaning and style. E.g. Compare and
contrast the structure of an excerpt from The Watsons Go to Birmingham to the poem the “Ballad of
Birmingham” to determine which was a more powerful depiction of the bombing of the 16th Street Baptist
Church.
At the 3.0, students can read a text (New York Times article on the 16th Street Baptist Church bombing) and
provide evidence from that text to show how a particular sentence, paragraph, or section fits into the overall
structure of that text.
At the 2.0, students and teachers can use any of the following strategies, graphic organizers, or guiding
questions to help them intentionally move toward mastery of the grade-level expectation.
Strategies:
 Reading closely (multiple interactions with a text for a specific purpose)
 Annotating, high-lighting, text-coding
Graphic organizers:
 Foldables
 Three-column notes
 Venn diagram (compare/contrast)
 Herringbone (cause/effect)
 Tree map (cause/effect, generalization & example, problem/solution, definition & example,
listing/enumeration, process)
 Flow chart (cause/effect, generalization & example, problem/solution, definition & example,
listing/enumeration, process)
 Timeline (sequence/chronology)
Questions:
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Intentional Thinking Map for PLC Planning



What are some features that will help me determine the structure of a text?
What is a topic sentence?
What are supporting details?
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